Guiding Principles of Science Instruction:

  • Science instruction should be three-dimensional, implementing the science and engineering process standards and applying the crosscutting concepts to deepen understanding of core ideas. (NSTA, 2019)
  • Science instruction should foster independent thinking, reasoning, and problem-solving.
  • Standards-based instruction accelerates student gains.
  • Students construct scientific knowledge through exploration, discussion, and reflection.
  • Teachers are facilitators of student learning, as they engage students in rich tasks. Administrators are change agents and have the power to create and to support a culture of scientific inquiry.

IDOE Resources

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Select one Content Area or High School course at a time.
Search for key words within each standard's description.
Standard Grade Area/Subject Description
6.PS.3

6

 Physical Science Describe how potential and kinetic energy can be transferred from one form to another.
6.PS.4

6

 Physical Science Investigate the properties of light, sound, and other energy waves and how they are reflected, absorbed, and transmitted through materials and space.
6-8.CD.1

6
7
8

 Computing Devices and Systems Demonstrate an understanding of the relationship between hardware and software.
6-8.CD.2

6
7
8

 Computing Devices and Systems Apply troubleshooting strategies to identify and solve routine hardware and software problems that occur during everyday computer use.
6-8.CD.3

6
7
8

 Computing Devices and Systems Describe the major components and functions of computer systems and network.
6-8.CD.4

6
7
8

 Computing Devices and Systems Describe what distinguishes humans from machines focusing on human intelligence versus machine intelligence and ways we can communicate, as well as ways in which computers use models of intelligent behavior (e.g., robot motion, speech and language understanding, and computer vision).
6-8.DI.1

6
7
8

 Data and Information Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, and evaluation).
6-8.DI.2

6
7
8

 Data and Information Describe the process of parallelization as it relates to problem solving.
6-8.DI.3

6
7
8

 Data and Information Represent data in a variety of ways (e.g., text, sounds, pictures, and numbers), and use different visual representations of problems, structures, and data (e.g., graphs, charts, network diagrams, flowcharts).
6-8.DI.4

6
7
8

 Data and Information Understand the notion of hierarchy and abstraction in computing including high-level languages, translation, instruction set, and logic circuits.
6-8.DI.5

6
7
8

 Data and Information Demonstrate interdisciplinary applications of computational thinking and interact with content-specific models and simulations to support learning and research.
6-8.IC.1

6
7
8

 Impact and Culture Exhibit legal and ethical behaviors when using technology and information and discuss the consequences of misuse.
6-8.IC.2

6
7
8

 Impact and Culture Analyze the positive and negative impacts of technology on one's personal life, society, and our culture.
6-8.IC.3

6
7
8

 Impact and Culture Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and biases that occur in electronic information sources.
6-8.IC.4

6
7
8

 Impact and Culture Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing), and discuss how unequal distribution of technological resources in a global economy raises issues of equity, access, and power.

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